This study aims to analyze graduate theses completed between 2010 and 2020 about academic procrastination. Qualitative survey method was used in the study. In the study, document analysis was used as the analysis method. After an initial search made using "academic procrastination" keyword in Council of Higher Education Thesis Center's Web Page (CoHE-thesis) 97 theses completed between 2010 and 2020 were found and analyzed. Primarily, graduate theses were analyzed according to their types, topics of study, methods, number of samples and sample group distribution. Afterwards, the methods, sample distributions and sample numbers of the theses according to their types were examined. Majority of these 97 completed theses are postgraduate theses (n=83), secondly doctoral theses (n=12), and thirdly specialty in medicine theses (n=2). As for the methods used, relational method (n=68) was seen to be the most used method after which comes descriptive method (n=15), thirdly interventional method (n=6), fourthly descriptive and relational method (n=3), and fifthly relational and interventional method (n=1). As for sample groups, the most researched sample group was university students (n=49). The most researched topics in theses on the subject of academic procrastination were educational and socio-demographic characteristics. [Paper presented at the Experiential Learning Congress (Oct 23-24, 2020).]